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Effects of Implementing Exercise Interventions in School Physical Education on Anxiety Symptoms: A Randomized
Tiago Wally Hartwig1, Gicele de Oliveira Karini da Cunha1, Gabriel Gustavo Bergmann1
1School of Physical Education and Physiotherapy, Federal University of Pelotas (UFPel), Pelotas, RS, Brazil.
Introduction:
When manifested in a dysfunctional manner, anxiety constitutes a mental health concern. This study assessed the effects of incorporating 3 different interventions into parts of physical education classes on anxiety symptoms (AS) in high school students. In addition, secondary analyses were conducted based on the intervention volume and participants' age group.
Methods:
A parallel, 4-arm randomized clinical trial was conducted involving technical high school students from 2 campuses of the Federal Institute of Education, Science and Technology from Brazil. The intervention protocols were administered over 12 weeks and included diaphragmatic breathing exercises (IG-1), aerobic and resistance exercises (IG-2), and cooperative sports activities (IG-3), along with a control group. One campus held 2 sessions per week (totaling 24), and the other held 3 sessions per week (totaling 36). Generalized Estimating Equations adjusted for gender on an intention-to-treat basis were used to analyze the intervention effects on AS.
Results:
The study involved 326 students (IG-1 = 94, IG-2 = 56, IG-3 = 91, control group = 85), 46.9% female, and aged 17.1 (2.0) years. No overall significant group effects were found (IG-1: n = mean difference (d¯) = -0.03; SE = 0.37; IG-2: d¯ = -0.98; SE = 0.52; IG-3: d¯ = -0.31; SE = 0.46; control group: d¯ = -0.33; SE = 0.34). For age-group analysis, participants aged 18-20 in IG-2 showed improvement (P = .008) on AS (d¯ = -2.20; SE = 0.83; effect size = 0.41).
Conclusion:
A 12-week intervention incorporating aerobic and resistance exercises into physical education classes can reduce ASs in students in late adolescence and early adulthood.
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